References
[1]. Jiang, S., Simpkins, S. D., & Eccles, J. S. (2020). Individuals’ math and science motivation and their subsequent STEM choices and achievement in high school and college: A longitudinal study of gender and college generation status differences. Developmental Psychology, 56(11), 2137.
[2]. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
[3]. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.
[4]. Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Abduljabbar, A. S., Abdelfattah, F., & Jansen, M. (2015). Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains. Learning and Instruction, 35, 16-32.
[5]. Dunteman, G. H. (1979). Race and Sex Differences in College Science Program Participation. Research Triangle Park, NC: Research Triangle Park.
[6]. Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2022). Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation. Journal of Educational Psychology, 114(5), 966.
[7]. Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PloS one, 13(9), e0202463.
[8]. Eccles, J. S. (2015). Gendered socialization of STEM interests in the family. International Journal of Gender, Science and Technology, 7(2), 116-132.
[9]. Huang. S.W. (2022). The Development of STEM Gifted Curriculum in Taiwan: A Possible Dilemma and Suggestions: Taking the United States as a Reference. Taiwan Monthly Journal of Education Review.
[10]. Compulsory education curriculum program. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220420582343217634.pdf
[11]. Compulsory education science curriculum program. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220420582355009892.pdf
[12]. Compulsory education mathematics curriculum program. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220510531636118932.pdf
[13]. Catalogue of undergraduate majors in general colleges and universities. (2012). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A08/moe_1034/s3882/201209/t20120918_143152.html
[14]. Notice of the establishment of undergraduate programs in regular higher education institution in 2022. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/s78/A08/tongzhi/202206/t20220630_641999.html
[15]. Number of Postgraduate Students by Academic Field (Total). Ministry of Education of The People of the Republic of China. http://en.moe.gov.cn/documents/statistics/2019/national/202006/t20200611_464779.html
[16]. Loyalka, P., Liu, O.L., Li, G. et al. Skill levels and gains in university STEM education in China, India, Russia and the United States. Nat Hum Behav 5, 892–904 (2021). https://doi.org/10.1038/s41562-021-01062-3
[17]. Zwetsloot, R., Corrigan, J., Weinstein, E., Peterson, D., Gehlhaus, D., & Fedasiuk, R. (2021). China is Fast Outpacing US STEM PhD Growth. Center for Security and Emerging Technology, August.
[18]. Chen, Y. L., & Tippett, C. D. (2022). Project-Based Inquiry in STEM Teaching for Preschool Children. EURASIA Journal of Mathematics, Science and Technology Education, 18(4), em2093.
[19]. Jiang, H., Wang, K., Wang, X., Lei, X., & Huang, Z. (2021). Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study. International Journal of STEM Education, 8(1), 1-22.
[20]. 2022 Guangdong province enrollment of higher education regulations (2022). The education examinations authority of guangdong province. https://eea.gd.gov.cn/attachment/0/489/489618/3936051.pdf
[21]. Ullman, J. B., & Bentler, P. M. (2012). Structural equation modeling. Handbook of Psychology, Second Edition, 2. https://doi.org/10.1002/9781118133880.hop202023
[22]. Sacha, D., Kraus, M., Keim, D. A., & Chen, M. (2018). Vis4ml: An ontology for visual analytics assisted machine learning. IEEE transactions on visualization and computer graphics, 25(1), 385-395.
[23]. Lazarides, R., Dicke, A. L., Rubach, C., & Eccles, J. S. (2020). Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices. Journal of Educational Psychology, 112(1), 70.
[24]. Umarji, O., Dicke, A. L., Safavian, N., Karabenick, S. A., & Eccles, J. S. (2021). Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents’ math motivation. Journal of School Psychology, 84, 32-48.
Cite this article
Ren,J. (2023). Analysis of Relation of High School Students’ Math and Science Motivational Belief and Their Subsequent STEM Major Choice in College and the Gender Difference. Lecture Notes in Education Psychology and Public Media,11,111-121.
Data availability
The datasets used and/or analyzed during the current study will be available from the authors upon reasonable request.
Disclaimer/Publisher's Note
The statements, opinions and data contained in all publications are solely those of the individual author(s) and contributor(s) and not of EWA Publishing and/or the editor(s). EWA Publishing and/or the editor(s) disclaim responsibility for any injury to people or property resulting from any ideas, methods, instructions or products referred to in the content.
About volume
Volume title: Proceedings of the 4th International Conference on Educational Innovation and Philosophical Inquiries
© 2024 by the author(s). Licensee EWA Publishing, Oxford, UK. This article is an open access article distributed under the terms and
conditions of the Creative Commons Attribution (CC BY) license. Authors who
publish this series agree to the following terms:
1. Authors retain copyright and grant the series right of first publication with the work simultaneously licensed under a Creative Commons
Attribution License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this
series.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the series's published
version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial
publication in this series.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and
during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See
Open access policy for details).
References
[1]. Jiang, S., Simpkins, S. D., & Eccles, J. S. (2020). Individuals’ math and science motivation and their subsequent STEM choices and achievement in high school and college: A longitudinal study of gender and college generation status differences. Developmental Psychology, 56(11), 2137.
[2]. Eccles, J. S., & Wigfield, A. (2002). Motivational beliefs, values, and goals. Annual review of psychology, 53(1), 109-132.
[3]. Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary educational psychology, 25(1), 68-81.
[4]. Marsh, H. W., Lüdtke, O., Nagengast, B., Trautwein, U., Abduljabbar, A. S., Abdelfattah, F., & Jansen, M. (2015). Dimensional comparison theory: Paradoxical relations between self-beliefs and achievements in multiple domains. Learning and Instruction, 35, 16-32.
[5]. Dunteman, G. H. (1979). Race and Sex Differences in College Science Program Participation. Research Triangle Park, NC: Research Triangle Park.
[6]. Keller, L., Preckel, F., Eccles, J. S., & Brunner, M. (2022). Top-performing math students in 82 countries: An integrative data analysis of gender differences in achievement, achievement profiles, and achievement motivation. Journal of Educational Psychology, 114(5), 966.
[7]. Jiang, S., Schenke, K., Eccles, J. S., Xu, D., & Warschauer, M. (2018). Cross-national comparison of gender differences in the enrollment in and completion of science, technology, engineering, and mathematics Massive Open Online Courses. PloS one, 13(9), e0202463.
[8]. Eccles, J. S. (2015). Gendered socialization of STEM interests in the family. International Journal of Gender, Science and Technology, 7(2), 116-132.
[9]. Huang. S.W. (2022). The Development of STEM Gifted Curriculum in Taiwan: A Possible Dilemma and Suggestions: Taking the United States as a Reference. Taiwan Monthly Journal of Education Review.
[10]. Compulsory education curriculum program. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220420582343217634.pdf
[11]. Compulsory education science curriculum program. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220420582355009892.pdf
[12]. Compulsory education mathematics curriculum program. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A26/s8001/202204/W020220510531636118932.pdf
[13]. Catalogue of undergraduate majors in general colleges and universities. (2012). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/srcsite/A08/moe_1034/s3882/201209/t20120918_143152.html
[14]. Notice of the establishment of undergraduate programs in regular higher education institution in 2022. (2022). Ministry of Education of People’s Republic of China. http://www.moe.gov.cn/s78/A08/tongzhi/202206/t20220630_641999.html
[15]. Number of Postgraduate Students by Academic Field (Total). Ministry of Education of The People of the Republic of China. http://en.moe.gov.cn/documents/statistics/2019/national/202006/t20200611_464779.html
[16]. Loyalka, P., Liu, O.L., Li, G. et al. Skill levels and gains in university STEM education in China, India, Russia and the United States. Nat Hum Behav 5, 892–904 (2021). https://doi.org/10.1038/s41562-021-01062-3
[17]. Zwetsloot, R., Corrigan, J., Weinstein, E., Peterson, D., Gehlhaus, D., & Fedasiuk, R. (2021). China is Fast Outpacing US STEM PhD Growth. Center for Security and Emerging Technology, August.
[18]. Chen, Y. L., & Tippett, C. D. (2022). Project-Based Inquiry in STEM Teaching for Preschool Children. EURASIA Journal of Mathematics, Science and Technology Education, 18(4), em2093.
[19]. Jiang, H., Wang, K., Wang, X., Lei, X., & Huang, Z. (2021). Understanding a STEM teacher’s emotions and professional identities: a three-year longitudinal case study. International Journal of STEM Education, 8(1), 1-22.
[20]. 2022 Guangdong province enrollment of higher education regulations (2022). The education examinations authority of guangdong province. https://eea.gd.gov.cn/attachment/0/489/489618/3936051.pdf
[21]. Ullman, J. B., & Bentler, P. M. (2012). Structural equation modeling. Handbook of Psychology, Second Edition, 2. https://doi.org/10.1002/9781118133880.hop202023
[22]. Sacha, D., Kraus, M., Keim, D. A., & Chen, M. (2018). Vis4ml: An ontology for visual analytics assisted machine learning. IEEE transactions on visualization and computer graphics, 25(1), 385-395.
[23]. Lazarides, R., Dicke, A. L., Rubach, C., & Eccles, J. S. (2020). Profiles of motivational beliefs in math: Exploring their development, relations to student-perceived classroom characteristics, and impact on future career aspirations and choices. Journal of Educational Psychology, 112(1), 70.
[24]. Umarji, O., Dicke, A. L., Safavian, N., Karabenick, S. A., & Eccles, J. S. (2021). Teachers caring for students and students caring for math: The development of culturally and linguistically diverse adolescents’ math motivation. Journal of School Psychology, 84, 32-48.